Estimate quantities in a real-world situation and explain (orally and in
writing) the estimation strategy.
Justify (orally) why it is unreasonable to have an exact answer for a
situation that involves estimation, and critique (orally) different estimates.
Make simplifying assumptions and determine what information is needed
to solve a Fermi problem about distance, volume, or surface area.
Apply reasoning about percentages and equivalent ratios to analyze and
approximate characteristics of the world’s population.
Generate (orally and in writing) mathematical questions about the world’s
population, e.g., “How many people . . . ?”
Present (using words and other representations) a comparison that uses
the number of students in the class to represent the proportion of the
world’s population with a particular characteristic
Coordinate diagrams and expressions involving equivalent fractions.
Interpret and create diagrams involving a rectangle decomposed into
squares.
Recognize that decomposing rectangles into squares is a geometric way to determine the greatest common factor of two numbers. 
Apply reasoning about ratios and percentages to analyze (orally and in
writing) voting situations involving two choices.
Comprehend the terms “majority” and “supermajority” (in spoken and
written language).
Critique (using words and other representations) a statement regarding the results of a vote. 
Apply reasoning about ratios and percentages to analyze (orally and in
writing) voting situations involving more than two choices.
Choose and justify (orally) which voting system seems the fairest for
dealing with more than two choices.
Compare and contrast (orally and in writing) different voting systems for
dealing with more than two choices. 
Compare and contrast the density of uniformly distributed dots in
squares.
Create an equation and a graph that represent the proportional
relationship between the area of a square and the number of dots
enclosed by the square.
Interpret the constant of proportionality in models of housing per square kilometer or population of people per square kilometer. 
Compare and contrast different ways to distribute representatives, and
recognize that changing the way the votes are grouped can affect the
outcome.
Critique (orally and in writing) whether a method for distributing
representatives is fair.
Suggest a method for distributing representatives and justify why it is fair. 

I am an AUDHD educator who has been working with neurodiverse learners for over 13 years specializing in working with 2E, PDA learners, and Gestalt thinking. 
I have been a math tutor for over 12 years and have worked with students from ages 5-25 in small group and academic settings including serving as a primary teacher for home educated learners. I have received training and tutoring certification/awards from nationally recognized organizations. I was a group supplemental instruction leader for math at the collegiate level for four years at ETSU including working with dual enrolled and accelerated learners. I have taught and tutored math up to a graduate level in algebra, geometry, probability, and quantitative reasoning. 
Academic Experience: 
Constructivism and Mathematics, Science, and Technology Education
	This graduate level online course for educators used practical examples and empirical research to connect the educational philosophy of constructivism to best practices in STEM education and demonstrated online teaching strategies for this endeavor. It highlighted the power of solving problems through building and applying understandings rather than rote processes which influences the problem-centered curriculum This class also addressed common misconceptions or alternative schemas students develop for math and science prior to instruction and provided ideas for experiments and explorations to adjust these conceptions. 
Math 1410 Numbers, Concepts, and Algebra for Math Teachers
      This in-person semester long coursed prepared students to teach common core mathematics to students in grades kindergarten through eight including early access to algebra. It included practical teaching experience, ensuring the personal math conceptual fluency of each educator, and demonstrating expertise on the Praxis math exam for educators. 
Math 1420: Logic, Problems, and Geometry for Math Teachers
      This in-person semester long course prepared teacher candidates to teach common core mathematics to students in grades kindergarten through eighth including advanced ideas of logic, problem solving, and geometry using a constructivist lens. 

Homework Offered
Assessments Offered
Teacher will provide written reports regularly.
Grades Offered

This class is designed by an AUDHD/Dyspraxic Educator
- slides and fonts designed to support dyslexia and visual processing
- ability to type and use virtual drawing tools 
- communication aids including chat
- ND Affirming classroom

Students should be preparing for pre-algebra and have at least one year of experience working on middle school math skills including ratios, rates, rational numbers, division involving fractions, and related skills. 

This courses uses strategies and resources from the Illustrative Mathematics Accelerated Course for grades sixth to eight which is licenses under an attribution creative commons license.